Supervisors’ experiences in supervising higher education students from culturally and linguistically diverse backgrounds during work-integrated learning of health and non-health courses

Lee, Den‐Ching A.; Newton, Fiona Joy; Yu, Mong-Lin; Morphet, Julia; Kidman, Gillian; Maloney, Stephen; Grieve, Averil; Shlonsky, Aron; Haines, Terry

doi:10.1007/s10734-020-00567-6

Cited by 4 publications

(6 citation statements)

References 34 publications

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“…While the need for FWS support resources has been identified in prior research [18,22], our findings offer insights into how this training could be configured and delivered. Specifically, both OT and SW fieldwork supervisors wanted access to similar types of support resources including, as noted above, training to improve their cross-cultural competency and management of CALD student needs and performance.…”

Section: Plos Onementioning

confidence: 76%

“…Notwithstanding the considerable body of literature describing and problematising the challenges faced by CALD students, the resources, mechanisms, and processes used (and needed) to address them are under-researched [ 4 , 8 , 10 , 16 – 18 , 22 , 25 ]. In particular, Vu et al [ 10 ] noted the need for research examining the resources used by CALD students in addressing the challenges they face, while Law et al [ 8 ] have highlighted the need for research on how to better tailor support services (resources) to meet the needs of, and challenges faced by, this student group.…”

Section: Introductionmentioning

confidence: 99%

“…In particular, Vu et al [ 10 ] noted the need for research examining the resources used by CALD students in addressing the challenges they face, while Law et al [ 8 ] have highlighted the need for research on how to better tailor support services (resources) to meet the needs of, and challenges faced by, this student group. Similarly, while there is considerable depth to the research examining the challenges faced by FWSs [ 3 , 18 , 22 ], less is known about the support resources and mechanisms needed to address these challenges [ 18 , 22 ].…”

Section: Introductionmentioning

confidence: 99%

“…The challenges faced by CALD students can also have a flow-on effect to fieldwork supervisors (FWSs) across allied health disciplines [3,14,17,18,[20][21][22]. Commonly cited challenges include the extra time and workload required to supervise CALD students [7,23,24] and the need to bolster their communication and language skills and/or support them in understanding local customs and systems [17,18].…”

Section: Introductionmentioning

confidence: 99%

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Understanding and optimising support resources to facilitate CALD student and supervisor allied health fieldwork experiences

2023

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Background Although fieldwork supervisors and culturally and linguistically diverse (CALD) students can experience challenges during allied health placements, there is little holistic understanding of how they view and use support resources to address these challenges. This study sought to identify, codify, and map the perceived value attached to support resources used or sought by CALD students and fieldwork supervisors and to ascertain areas where they could be optimised and better presented to users. Methods We conducted a thematic analysis to examine interview and open-ended survey responses from CALD students (n = 18) and fieldwork supervisors (n = 161) respectively. Findings The six generated themes depicted different patterns of perceived value in university and non-university support resources and spanned three levels of specificity: general, discipline-contextualised, and individualised. Fieldwork supervisors valued a staged approach to support resource design and use for CALD students commencing with general level resources to build foundational language skills and socio-cultural familiarisation and moving on to include disciple-contextualised supports, preplacement mechanisms to monitor student readiness, and formalised mechanisms to enable tailoring of placements. CALD students, however, often undervalued institutional general resources relative to discipline-contextualised resources. The commonality of support resources valued and sought by supervisors from different fields suggests they could be optimised for delivery via an inter-professional community of practice. Conclusion Identifying and mapping the perceived value attached to support resources provides actionable insights into how to enhance the ‘fit’ between resources and user needs. Drawing the often-fragmented support resources into a cohesive ecosystem focused around perceived value at different levels of specificity allows CALD students and educators to better conceptualise the types of benefits that can accrue from taking a broader and staged approach to fieldwork placement preparations. Knowing this ecosystem encapsulates what prior uses find of value may enhance perceptions of resource relevance in the minds of new users.

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Section: Plos Onementioning

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Understanding and optimising support resources to facilitate CALD student and supervisor allied health fieldwork experiences

2023

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“…For international students, the challenges in WIL experiences are often more complex than for domestic students. In addition to getting placements at all, the challenges of speaking and writing in English in ways appropriate for the workplace in which they are working, and adapting to the culture of the workplace, can be a sufficiently serious impediment to make a placement unworkable (Lee et. al., 2021).…”

Section: Work-integrated Learning (Wil)mentioning

confidence: 99%

Strategic directions in the what and how of learning and teaching innovation—a fifty-year synopsis

Ellis

2022

High Educ

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Student learning experiences at university are constantly evolving; new disciplinary discoveries, new knowledge, interdisciplinary synergies and new exigencies make learning a dynamic experience for students, teachers and researchers alike; and that is just the what of learning. Add to this, changes in the how of learning, new pedagogies and new technologies, new partners in the provision of learning, as well as new configurations of where learning takes place, such as on campus, at home, in the workplace and online; and it is not hard to make the case that learning experiences of students enrolled in a degree are relatively more complex today than they were even 20 years ago. Much of this change has been captured over the last five decades in the journal Higher Education. The ongoing challenge of these changes is the complexity that accompanies them. How do we improve the student experience of learning in a complex context? What should the outcomes of a higher education degree be? What learning processes are likely to lead better outcomes? How do you assess the quality of learning that may occur in small groups on campus or online, or in large groups in both places, or in laboratories or the workplace? What is the role of material objects in these experiences and do they contribute to outcomes? This manuscript will consider such questions and where the journal is pointing researchers towards new avenues that are developing in learning and teaching internationally.

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The transcultural training needs of field educators of international social work students

Grieve

Ross

2021

Social Work Education

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Supervisors’ experiences in supervising higher education students from culturally and linguistically diverse backgrounds during work-integrated learning of health and non-health courses

Cited by 4 publications

References 34 publications

Understanding and optimising support resources to facilitate CALD student and supervisor allied health fieldwork experiences

Understanding and optimising support resources to facilitate CALD student and supervisor allied health fieldwork experiences

Strategic directions in the what and how of learning and teaching innovation—a fifty-year synopsis

The transcultural training needs of field educators of international social work students

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